Welcome Biology Teachers

1. Welcome Biology Teachers DAY 1 AGENDA Housekeeping – Roster, Title IIA Database, Charter School additional paperwork, Restrooms , Break, etc. Quick Hands on Labs Discuss Data / Findings LUNCH (1 hour) Marzano in Science Begin Biology Action Plan

2. Welcome Biology Teachers DAY 2 AGENDA Housekeeping – Roster, Follow Up, Break, etc. Common Core Application Test Item Specs & Assessment LUNCH (30 minutes) Virtual Labs Data Review + Biology EOC Action Plan

3. Welcome Back From Lunch **Please sign in for p.m. session. No signature = no points = no $$$**

4. Marzano Model in The Science Classroom Introduction to the Art and Science of Teaching Framework KK Maxwell

5. Learning Journey Review the Art and Science of Teaching and the Lesson Segments - Involving Routine Events - Addressing Content - Enacted on the Spot Preview Domain 2: Planning and Preparing

6. Norms • If you think it, say it • Ask questions • Take care of your neighbor – please be mindful of others i.e. cell phones, distracting sounds • Take care of yourself • What is said here stays here; what is learned here leaves here • It’s Ok to have fun and suffering is optional

7. Materials • eCopies will be available on CAB conference in July • Secondaryscience.pds-hrd.wikispaces.net/BiologyEOCworkshop • Copy websites off board

8. Overview of how to identify and implement Marzano strategies 1. Big picture overview of Art and Science of Teaching Causal Teacher Evaluation Model 2. Review and practice using the Marzano Art and Science of Teaching Framework (Domain 1) 3. Role play and identify key elements => Design Questions=> Lesson Segments => Domains. 4. Preview Domain 2: Planning and Preparing 5. Address the change process necessary for effective implementation

9. Learning Goals for Today 1. Understand and practice the use of the Marzano Art and Science of Teaching Framework 2. Address the change process necessary for effective implementation in the high school science classroom 3. Develop proficiency using the iObservation tool to identify evidence of practice and student learning/engagement 4. Spotlight yourself to your administrators

10. Grouping for Learning

11. GROUP GOALS • Take a moment to think about the overview of the training series and what you want to take away from this afternoon’s training. • Confer with your learning group • As a learning group decide on a learning goal to share with the whole group • We will check in on these goals during the course of the session

12. Teacher Evaluation Done Differently What is the goal?

13. The Goal: An expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect

14. Teacher Evaluation Metrics • 2011-2012 – 60% IP to 40% VAM • 2012-2013 – 50:50 Instructional Practice is the means for teachers to improve the VAM score Focus: Instructional Practice Value Added Measures, 50%

15. Five Conditions to Support Teacher Expertise

16. Links to Student Achievement Domain One Domain Two Domain Three Domain Four

17. Group Activity • Using the Marzano Learning map (placemat) • Each table group will discuss the assigned design question and determine what the elements mean or look like in the Biology classroom. • Create a chart of your table’s thoughts indicating the DQ # and descriptor as the title. Place date on back. • Be prepared to report out. • From this we will craft a “cheat sheet” tailored to Science.

18. Teacher Evaluation Model STUDENT ACHIEVEMENT Domain 1: Classroom Strategies and Behaviors (41 Elements) Routine Segments (5 Elements) Content Segments (18 Elements) On the Spot Segments (18 Elements) Domain 4: Collegiality and Professionalism (6 Elements) Promoting a Positive Environment (2 Elements) Promoting Exchange of Ideas (2 Elements) Promoting District and School Development (2 Elements) Domain 4: Collegiality and Professionalism (6 Elements) Promoting a Positive Environment (2 Elements) Promoting Exchange of Ideas (2 Elements) Promoting District and School Development (2 Elements) Domain 2: Planning and Preparing (8 Elements) Lesson and Units (3 Elements) Use of Materials and Technology (2 Elements) Special Needs of Students (3 Elements) Domain 3: Reflecting on Teaching (5 Elements) Evaluating Personal Performance (3 Elements) Professional Growth Plan (2 Elements)

19. Domain 1

20. Domain 2-4 Begin2012 2013

21. Levels of Performance • Scales: continuum of teaching behavior that documents growth over time and can be used as a formative feedback tool or a summative assessment. Example from Domain 1: Processing New Information

22. Video Classroom Visit • Use your protocol to determine elements covered.

23. The Marzano Framework organizes 9 of 10 Design Questions into three Lesson Segments Design Question 10: What will I do to develop effective lessons organized into a cohesive unit?

24. Focus Focus

25. DQ 1: Learning Goals & Scales

26. Make a Distinction Between Learning Goals and Learning Activities or Assignments

27. Learning Goals Activities and Assignments

28. Learning Goals-Activities and Assignments: Example

29. Learning Goals vs. Activities Task 1. Consider the statements from different subject areas. (See chart) 2. Determine whether each statement is a learning goal or an activity/assignment. 3. Finally, describe how the attributes of a learning goal and learning activity/assignment are different in the space provided. Go to participants’ packet

30. Using Scales/Rubrics to Track Student Progress in Biology • Scales: A Continuum of Teaching Behavior Leading to Expertise

31. Example of a scale for: Typical Lab

32. Example of a scale (cont’d)

33. Development of a Scale for Student Learning

34. Development of a Scale for Student Learning: Example TEACH EXPLAIN TO PEER KNOW BASIC RECALL SOME CLUELESS

35. LEARNING SCALE

36. Task: Develop Your Own Scale • Using your table learning goal or one of the goals suggested on the Learning Goals versus Activities task, create your own scale. • Identify scale level expectations for levels 2, 3, 4 on the template. 3. Share your scales with a partner, make revisions based on the feedback you receive.

37. Questions? • Discuss some “AHA” moments from today • How can we infuse these changes into our classrooms or share with our colleagues?.... • TAKE A 5 minute break!

38. Establishing and Maintaining Classroom Rules and Procedures

40. Change the Way We Do Education

41. Contentment Renewal Denial Confusion

43. Design Question 2: What will I do to help students effectively interact with the new knowledge?

44. Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

45. Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

46. Engaging Students in Cognitively Complex Tasks

47. Engaging Students in Cognitively Complex Tasks The process of overcoming constraints or limiting conditions that are in the way of pursuing goals

48. Experimental Inquiry